Redefining Success: Supporting All Students to … · 2017-07-26 · Redefining Success: Supporting...

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Redefining Success: Supporting All Students to Reach Their Full Potential

Juli, Alex, & Jessica Dixon [email protected]

@thestrokeofluck

www.DNAMath.com www.astrokeofluck.net

Goals

www.astrokeofluck.net @thestrokeofluck

}  Share our journey.

}  Help you understand what it feels like to “walk” in the shoes of a student with special needs.

}  Support you to make a comprehensive plan for overcoming barriers for each and every student.

Goals


}  Let’s begin with the end in mind… }  Consider this task.

Write 4 different story problems to correspond to the following expression: 26 ÷ 4. Each problem should lead to a different answer. The answers to the problems should be 6 !!, 7, 6,

and 2 respectively.

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What does this look like in grade 4?

“Write a word problem for 26 ÷ 4 so that the answer to the word problem is 7.”


What best describes how you provide support?

•  Just-in-case scaffolding

•  Just-in-time scaffolding


}  “Normal” child }  Excellent student }  Artist and Musician


How it all started…

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}  I was in pain }  I was physically disabled and in a wheelchair }  Then I had a stroke during surgery in February 2010 }  I was physically and mentally disabled

Things were different when I got sick…


I was determined to get my life back! }  I had to relearn everything }  I have a great attitude


Here’s a perspective that might be new to you…


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What I need people to know:

}  Ghost Syndrome }  Impact on Behavioral Management


You’ll need to imagine yourself as me…


Here’s what I think you should know




Social Interactions

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Social Interactions

Academics


What does this mean for educators?


Academics


Academics

}  What do you do when students are very far behind? }  We have a few choices:

}  Focus on basic facts }  Reteach everything }  Focus on prerequisites and teach for understanding

How to prioritize helped me to rethink RtI…

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Academics

How to prioritize helped me rethink RtI… }  What we did

}  Used context to make sense of operations }  Focused on fact strategies }  Used place value and strategies based on

properties of operations constantly.


Academics

Consider the following problems:

Jessica has 8 key chains. Calvin has 9 key chains. How many key chains do they have all together?

Jessica has 8 key chains. Alex has 15 key chains. How many more key chains does Alex have than Jessica?


Academics

Now consider this problem:

Jessica has 8 key chains. How many more key chains does she need to have 13 key chains all together?

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Alex had a long way to go…

2,368 + 5,795


Alex had a long way to go…

}  Eventually Alex needed to compute problems like this. }  What would you do? }  What would you expect Alex to do? }  How does what she did

compare?

2,368 + 5,795


What happens when we get to multiplication?

} Multiply 4 x 127 }  In what ways might Alex use

previous understandings to make sense of this problem?


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What happens when we get to high school?

} What do we do when students don’t remember? } Alex was working on her

summer math assignment before geometry and she couldn’t remember. Notice how she made sense of mathematics.


Turn and Talk


Are the structures in your school supportive of students doing the sense making? What is one change you could plan for this school year that would support students who struggle to persevere?

What does it mean to be gifted?


“Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students.”

- National Association for Gifted Children

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How are you supporting high achievers with disabilities?


}  The three principles of Universal Design for Learning (UDL) } Provide multiple means of

engagement } Provide multiple means of

representation } Provide multiple means of

action and expression CAST, 2012

How are you supporting high achievers with disabilities?


Be strategic and inclusive

Adapt the situation to the disability.

Reaching success means reaching our full potential.

Don’t let high achievers fall into the abyss.

Plan ahead for assessment.

© 2017 Juli K. Dixon @thestrokeofluck

Intervention

What is your plan for intervention and does it support each and every student to succeed?

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Intervention

Look for best practices in pulled small group instruction.


Consider this… A student is asked to share 4 cookies equally among 5 friends. How much of a cookie should each friend get?

Intervention


What requirements do you have regarding the use of pulled small groups during mathematics instruction? Are there requirements that might be undermining efforts to engage in rigorous standards?

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What does this look like during instruction. Consider this pulled small group of students in grade 5.

Intervention


Locate and label a decimal between 0.3 and 0.4 on the number line below.

0 1.00.90.80.70.60.50.40.30.20.1

Low Floor/High Ceiling



What would this look like during instruction? Consider this pulled small group of students in grade 4.

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What do you do when they get it? How do you extend students’ thinking?



Challenge Task:

Locate and label two decimals between 0.24 and 0.25 on the number line below.

0.2 0.3



How are you accommodating the needs of each and every learner in your lesson structures?

Turn and Talk

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Goals


}  Share our journey.

}  Help you understand what it feels like to “walk” in the shoes of a student with special needs.

}  Support you to make a comprehensive plan for overcoming barriers for each and every student.

A Stroke of Luck: A Girl’s Second Chance at Life


Given a second chance at life – Alex Dixon took it.

Written by Juli K. Dixon, PhD with Jessica Dixon

Redefining Success: Supporting All Students to … · 2017-07-26 · Redefining Success: Supporting...

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